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Math Topic 2

The document outlines several guiding principles and theories for teaching mathematics. It discusses 7 principles for teaching mathematics, including the importance of engaging students actively and adapting to students' contexts. It also lists 5 principles for learning mathematics, such as the role of assessment and how students' attitudes affect learning. The document then examines several theories applied in teaching mathematics, including experiential learning, reflective learning, constructive learning, cooperative learning, and discovery-based learning. It provides an example lesson on travel times that applies experiential and situated learning theories.

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KAETH LAURENCE ORILLA NOTARIO
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© © All Rights Reserved
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71 views

Math Topic 2

The document outlines several guiding principles and theories for teaching mathematics. It discusses 7 principles for teaching mathematics, including the importance of engaging students actively and adapting to students' contexts. It also lists 5 principles for learning mathematics, such as the role of assessment and how students' attitudes affect learning. The document then examines several theories applied in teaching mathematics, including experiential learning, reflective learning, constructive learning, cooperative learning, and discovery-based learning. It provides an example lesson on travel times that applies experiential and situated learning theories.

Uploaded by

KAETH LAURENCE ORILLA NOTARIO
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

WESTERN MINDANAO STATE


UNIVERSITY
COLLEGE OF EDUCATION

Topic 2 Guiding Principles/ Theories in Teaching Math

The K-12 curriculum has developed some guiding principles in Teaching


Mathematics. These are principles that must prevail in our pursuit of good quality
education for developing highly competent mathematics teachers.

Teaching Principles in Mathematics


Principle 1: While the ability to explain and solve a problem is evidence in good
understanding of mathematical ideas, teaching mathematics requires
more than this.
Principle 2: Mathematics must be real to students and therefore, mathematics teachers
should be mindful of students’ contexts and when teaching mathematics.
Principle 3: Mathematics is best learned when students are actively engaged.
Principle 4: Mathematics can never be learned in an instant, but rather requires lots of
work and the right attitude.
Principle 5: All students regardless of gender, culture, socio0economic status, religion,
and educational background have the right and be taught good and correct
mathematics.
Principle 6: Assessment must be an integral part of the mathematics instruction.
Principle 7: Mathematics as a field continues to develop and evolve. Therefore, the
teaching if it must keep up with development in the field.
Principle 8: Technology plays an important role in the teaching and learning of
mathematics. Mathematics teachers must learn to use and manage
technological tools and resources well.
Principle 9: Mathematics teachers must never stop learning.

Learning Principles in Mathematics

Principle 1: Being mathematically competent means more than having the ability to
compute and perform algorithms and mathematical procedures.
Principle 2: The physical and social dimension of a mathematical environment
contributes to one’s success in learning mathematics.
Principle 3: Mathematics is best learned when students are actively engaged.
Principle 4: A deep understanding of mathematics requires a variety of tools for
learning.
Principle 5: Assessment in mathematics must be valued for the sake of knowing what and how
students learn or fail to learn mathematics.
Principle 6: Students’ attitudes and beliefs about mathematics affect their learning.
Principle 7: Mathematics learning needs the support of both parents and other community
groups.
Theories Applied in Teaching Mathematics
(See attached PDF files for additional Readings Materials about the Theories in
Teaching Math Pages 15-19)

Experiential and Situated Learning


Experiential learning as advocated by David Kolb is learning that occurs by making
sense of direct everyday experiences.
Experiential learning theory defines learning as "the process whereby knowledge is
created through the transformation of experience. “
Knowledge results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41).
Situated learning, theorized by Lave and Wenger, is learning in the same context on
which concepts and theories are applied.

Example: Ask students to record the time it takes them to travel from home to school
in minutes for one week. Tabulate the results and ask students to make interpretation
▫ Which days took the longest time? Why is this so?
▫ Which days took the shortest time? Why is this so?
• Open google maps and see how many kilometers is the distance from your house to
school.
• What is the average time required to get to school?
• How many minutes per kilometer does it take you to travel?
Watch your favorite cartoons.

Reflective Learning
Reflective learning refers to learning that is facilitated by reflective thinking. It is not
enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these allowing them the
opportunity to make sense and meaning of their experiences.
Constructive Learning
It states that learning happens when learners construct meaning by interpreting
information in the context of their own experiences. In the constructivist view, teachers
should no attempt to simply pour information into children’s mind . Rather , children
ought to given confidence to discover the world , find out knowledge, and consider, and
think critically with vigilant supervision and significant guidance of the teacher. .( Eby,
Herrel & Jordan, 2005) Constructivist Teachers encourage students to constantly assess
how the activity is helping them gain understanding. By questioning themselves and
their strategies,

Cooperative Learning
Cooperative Learning puts premium on active learning achieved by working with fellow
learners as they all engage in a shared task.
Cooperative learning is the process of breaking a classroom of students into small
groups so they can discover a new concept together and help each other learn. The idea
of cooperative learning has been around for decades, but it never got to the same
prominence as blended learning or differentiated instruction.

Discovery and Inquiry-based learning


The mathematics curriculum allows for students to learn by asking relevant questions
and discovering new ideas. Discovery and Inquiry-based learning (Bruner, 1961)
support the idea that students learn when they make use of personal experiences to
discover facts, relationships and concepts. Teachers use discovery learning to achieve
three goals Firstly, they would like learners to recognize how to find out things and think
on their own. In fact, they would like them to be less dependent on getting knowledge
from teachers and acknowledge the conclusion of others. Secondly, discovery learning
users would like learners to see in what way knowledge is achieved. It indicates that
teachers would like students to be enabled to learn by gathering, organizing, and
analyzing information to achieve their own conclusion. Thirdly, the teachers would like
learners to employ their higher order thinking skills. Among other things, they want
students to be able to analyze, synthesize, and evaluate. ( Cruckshank et al , 1995)

Activity 1.

Directions: Write the different Theories in Mathematics in the retrieval Chart.

Discovery
Reflective and Cooperative Experiential
Learning Constructive Inquiry-base Learning and Situated
Learning d learning Learning

Activity 2.

Directions: Write your answers using the following guide questions: (Gained Insights)

(5points each)

1. I have learned that ….. ______________________________________

_______________________________________________________

_______________________________________________________

2. I’m pleased that……_________________________________________

________________________________________________________

3. What I liked most in this lesson …________________________________

_________________________________________________________

_________________________________________________________

4. Will this lesson help me as a future teacher? How ? Why? ________________

______________________________________________________

____________________________________________________________

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